English Teacher’s Training Reflection
From：Shijiazhuang No.42 Secondary School Time：2011-08-05 15:49:24 Read：2431
As an English teacher of Shijiazhuang No.42 Middle School( as known as Hebei International School), I have the pleasure to participate in the school summer professional training of English teachers every year. This year is no exception. But the difference is besides the school training in summer holiday, it also increased week-training throughout the term. This enables us to raise our professional qualities. I cherish this opportunity; persist in participating in each lesson carefully to better myself in spoken English, teaching methods, language organization and other aspects. In my study, I met with new knowledge in teaching of English, new development on how to better my teaching skills and knowledge on having a greater understanding and experience of teaching. I harvested quite a few both on the teaching theory and in teaching practice and benefited a lot without going abroad.
Amanda Marie Prestridge, the American teacher of the training, prepared each lesson by heart. Although we had textbooks and CD, she prepared each lesson rich in content and waited for our arrival early in the classroom. She is very modest. She said: “You are all experienced teachers in teaching, particularly in China, so many children in each class to be managed. I’m not teaching you but learning with you. I'm very happy and please join me in discussion about teaching, and I really hope I can give you some help in English teaching. "
In the next course, Amanda let us see her way of teaching. She used all kinds of colorful activities such as English listening, speaking, reading games, let us unconsciously raise the level of spoken English, while enhancing our self-confidence and even improved our attitude towards life.
During the class, Amanda divided all the teachers into groups to have a debate or discussion and then exchange views in front of the class（ everyone must actively participate in and publish views ）, only asked us to talk about our opinions freely without thinking too much about spelling or grammar mistakes. Her encouragement reduced our pressure, each of us dared to express our own concept.
Remember on one occasion, Amanda deliberately divided us into groups of varying size, and defined groups with names of different countries, such as the Chinese Group with 11 people, the United States Group with 2 people, 4 people’s France Group…. Then divided the labels of representative of wealth and gave them to each group. There were different names on the label: electricity, education, water, telephone, bread, money, manpower, automobile and so on. But available labels in each group may be either a lot of money or a lot of water, or bread. For Chinese Group, which had a large population, the label was not enough for everyone, while for other groups with fewer members, the labels were too many…. So what could we do? Groups needed to send diplomatic staff to countries to make deals, fighting for things they were lack of. This needed us to do more communication. The classroom was soon bustling. A simple game, but not so simple, it not only made us exercise the spoken language and improve the speaking level, but also made us realize the current national conditions and causes of differences between countries.
Once in a role play, we were divided into three groups, two groups nominated players to run for President, the remaining team members were cheering relatives and friends, and my group is a public group, including parents, teachers, students, journalists, etc. Amanda wrote out a few hints on the blackboard, including new policy, the teachers' salary. the capacity of the class size, the school uniform requirements of students, and so on. It is also a hot discussion. Then two candidates went on stage one after another and gave us really remarkable declaration. Our audience group was not to be outdone. We displayed a variety of questions, some of which were really tough and even unreasonable. The two candidates really had a hard time answering our questions. From time to time their friends and relatives were coming forward to help them. Finally, we chose the candidate we were relatively satisfied with. During the activity, we not only practiced oral English and improved the ability of language organization, but also realized that as the school leader, she had to balance various interests and should always proceed from reality and take care of the overall situations. It was really not easy. Through this discussion, through empathy, we understood more bout school and had less complaining. Our mentality was also improved. We really benefited a lot.
Whether it was a game or a panel discussion, everyone needed to participate in and display, and each of us was fully committed to communicate in English, discuss strategies, rehearsal, training students (colleagues) with the spirit of cooperation, while enhancing the friendship. In various discussions and activities, our English unwittingly have been increased.
We found time flew so fast during weekly training class. We didn’t want to leave the class even when Amanda said goodbye to us. Just imagine, if we usually teach like this, do our students also have the same feeling? Do they still feel boring about learning foreign language? Will they fall asleep in English class again?
Reviewing the whole training course, we not only improved English in listening and speaking, but also learned the correct learning attitude, successful teaching method and learning method:
First, updated the inherent teaching ideas, enriched our teaching methods.
1 ． Achieved truly student-centered classroom
In Amanda’s class, she naturally made a student-centered classroom, through careful design of various activities, let us do group discussion, debate, and a variety of classroom games, completed the teaching objectives in a relaxing and happy atmosphere. She made us learn a lot without feeling tired.
2. To help students develop cooperation in training
Most of the teaching activities were in small groups. Group work needed to accomplish a task together. From the training I knew that we could bring full play in training students ' creativity and imagination. Each group could come up with a variety of activities, within the stipulated time, lead other students’ activities, and fully mobilize the enthusiasm of the students. All the group members could develop both their oral English and ability of cooperation.
3. Training students’ good learning habits and independent learning ability
In training class, Amanda used all kinds of activities to inspire us. We began to actively express our ideas. Finally, we all felt the sense of accomplishment brought by study, and began to actively express our willingness to “take risks” in the course of study, not afraid of making mistakes, to be our own masters of learning. At this point, Amanda succeeded in making the teachers to achieve the transition from passive learning to active learning. Correct learning attitude and successful learning methods made us benefit a lot and deeply inspired. I think in the future teaching, I would slowly permeable this idea to students, Let the students transferred from passive to active learning, Encourage the students ' learning, where they can become masters of their learning, themselves responsible for their own learning, so as to lay the Foundation for their lifelong learning.
Second, improved our ethical standards and strengthened our professionalism.
Amanda always encouraged every teacher and trained teachers ' confidence and positive attitude to life. She usually gave us some English materials including some English articles which were rich in the philosophy of life. These beautiful articles encouraged us to face the difficulties, mistakes and failures bravely, and told us the happiness of life was being the right person you wanted to be. All those philosophies of life could really make people learn to think about what to do and how to do it. And through some real discussions and role plays and other activities, we could face up our life and values more correctly. They certainly had a positive effect on our professional attitude, and ultimately, improved our standard of virtue. In addition, Amanda’s dedication and friendly attitude touched us. She set an example for us. She always expressed a love for teaching with her summer-like enthusiasm. More to the point, she loved each student from the bottom of her heart. She treated us like her friends more than students. When we encountered difficulties or setbacks, she always encouraged us, "Good Job! You can do it! I believe you!”。 Continually she encouraged us to go beyond ourselves. Under her untiring teaching and guiding, we continuously completed one task after another.
Third, the lively and active classroom atmosphere was in the form of teaching to bring freshness and efficient.
After a term of training, Amanda gave us a feeling that she attached to teaching activities higher than on the results of teaching master. She asked students to develop positive learning ideas and master the correct methods of learning English, which seemed more important than the content itself. In class, relaxed and pleasant learning environment more easily stimulated students ' creativity. Students became the real subject of the classroom. The students here had the courage to boldly show themselves without fear of being ridiculed or criticized and always received applause. There's no fear of being asked to answer the questions, nor to worry about giving wrong answers. On the contrary, the desire and self-realization hidden in everyone's hearts was fired. Every day we were in a very relaxed and pleasant atmosphere and environment. Every day we introduced our new words to each other, and explained the meaning of the word in English, and with ways to let others know the meaning of the word, sometimes using body language, sometimes through performances and so on. In a word, Amanda is more like a guide to knowledge, through various forms of group, formulate rules, coordination, controlled the learning process, and made us acquire knowledge naturally, easy and enjoyable. She mined and inspired each student's individual and unique creativity and discovery.
From here, I also thought about our daily teaching activities, how to make students think like us, to experience the pleasure of communicating in English, and a sense of achievement? I thought for a long time, and constantly summed up and kept trying. On the teaching mode and method, our teachers’ teaching design should meet the needs of the students ' interests. We should design our teaching to be able to arouse students ' interest, such as fable, sessions, performances, games and other teaching materials.
At the end of the semester, we greeted the moment of examination. Although we were teachers, we still felt a little nervous. To get rid of our nerves, Amanda specifically showed us some CDs about interview and taught us how to interview successfully. She used a job-interviewer’s different performances to tell us the proper way to have an interview: confident eyes, decent body language, smiling face, proper dress and so on, would give the examiner a good impression. The examination for each teacher lasted for 20 minutes. The test included reading an essay, impromptu speech, and topic quizzes. During the exam, Amanda listened very carefully and always gave tips, and remembered to take notes at any time. When the test ended, she pointed out phonetic and grammar mistakes we made in our examinations, and corrected them for each teacher one by one. When we received the results, we all got various aspects of improvements.
In short, the training class has brought us a lot. It not only improved our standard of English teaching, updated our teaching philosophy, enriched our teaching methods, but also changed our attitude toward life and enhanced our professionalism. After many years, our school teachers have been successfully passed variety of English written examinations, oral exams, and other relative interviews to go abroad, and respectively went to the United States, Canada, France, Germany, Italy and other countries for study tours, professional studies, classroom teaching of Confucius, and left a deep impression for foreign fraternal school. many students under the careful guidance of us have been out of the country, into the United States, the United Kingdom, Singapore and other countries’ well-known Universities, including a large proportion of students getting full scholarships. Therefore, please allow me to represent every English teacher and student here to express our sincere gratitude. Thanks to school leadership for giving us the chance to learn together and make progress together. With a heart of gratefulness, we will use what we have learned in the training into our daily teaching and education and make a greater contribution in English teaching.
Amanda Marie Prestridge, the American teacher of the training, prepared each lesson by heart. Although we had textbooks and CD, she prepared each lesson rich in content and waited for our arrival early in the classroom. She is very modest. She said: “You are all experienced teachers in teaching, particularly in China, so many children in each class to be managed. I’m not teaching you but learning with you. I'm very happy and please join me in discussion about teaching, and I really hope I can give you some help in English teaching. "
In the next course, Amanda let us see her way of teaching. She used all kinds of colorful activities such as English listening, speaking, reading games, let us unconsciously raise the level of spoken English, while enhancing our self-confidence and even improved our attitude towards life.
During the class, Amanda divided all the teachers into groups to have a debate or discussion and then exchange views in front of the class（ everyone must actively participate in and publish views ）, only asked us to talk about our opinions freely without thinking too much about spelling or grammar mistakes. Her encouragement reduced our pressure, each of us dared to express our own concept.
Remember on one occasion, Amanda deliberately divided us into groups of varying size, and defined groups with names of different countries, such as the Chinese Group with 11 people, the United States Group with 2 people, 4 people’s France Group…. Then divided the labels of representative of wealth and gave them to each group. There were different names on the label: electricity, education, water, telephone, bread, money, manpower, automobile and so on. But available labels in each group may be either a lot of money or a lot of water, or bread. For Chinese Group, which had a large population, the label was not enough for everyone, while for other groups with fewer members, the labels were too many…. So what could we do? Groups needed to send diplomatic staff to countries to make deals, fighting for things they were lack of. This needed us to do more communication. The classroom was soon bustling. A simple game, but not so simple, it not only made us exercise the spoken language and improve the speaking level, but also made us realize the current national conditions and causes of differences between countries.
Once in a role play, we were divided into three groups, two groups nominated players to run for President, the remaining team members were cheering relatives and friends, and my group is a public group, including parents, teachers, students, journalists, etc. Amanda wrote out a few hints on the blackboard, including new policy, the teachers' salary. the capacity of the class size, the school uniform requirements of students, and so on. It is also a hot discussion. Then two candidates went on stage one after another and gave us really remarkable declaration. Our audience group was not to be outdone. We displayed a variety of questions, some of which were really tough and even unreasonable. The two candidates really had a hard time answering our questions. From time to time their friends and relatives were coming forward to help them. Finally, we chose the candidate we were relatively satisfied with. During the activity, we not only practiced oral English and improved the ability of language organization, but also realized that as the school leader, she had to balance various interests and should always proceed from reality and take care of the overall situations. It was really not easy. Through this discussion, through empathy, we understood more bout school and had less complaining. Our mentality was also improved. We really benefited a lot.
Whether it was a game or a panel discussion, everyone needed to participate in and display, and each of us was fully committed to communicate in English, discuss strategies, rehearsal, training students (colleagues) with the spirit of cooperation, while enhancing the friendship. In various discussions and activities, our English unwittingly have been increased.
We found time flew so fast during weekly training class. We didn’t want to leave the class even when Amanda said goodbye to us. Just imagine, if we usually teach like this, do our students also have the same feeling? Do they still feel boring about learning foreign language? Will they fall asleep in English class again?
Reviewing the whole training course, we not only improved English in listening and speaking, but also learned the correct learning attitude, successful teaching method and learning method:
First, updated the inherent teaching ideas, enriched our teaching methods.
1 ． Achieved truly student-centered classroom
In Amanda’s class, she naturally made a student-centered classroom, through careful design of various activities, let us do group discussion, debate, and a variety of classroom games, completed the teaching objectives in a relaxing and happy atmosphere. She made us learn a lot without feeling tired.
2. To help students develop cooperation in training
Most of the teaching activities were in small groups. Group work needed to accomplish a task together. From the training I knew that we could bring full play in training students ' creativity and imagination. Each group could come up with a variety of activities, within the stipulated time, lead other students’ activities, and fully mobilize the enthusiasm of the students. All the group members could develop both their oral English and ability of cooperation.
3. Training students’ good learning habits and independent learning ability
In training class, Amanda used all kinds of activities to inspire us. We began to actively express our ideas. Finally, we all felt the sense of accomplishment brought by study, and began to actively express our willingness to “take risks” in the course of study, not afraid of making mistakes, to be our own masters of learning. At this point, Amanda succeeded in making the teachers to achieve the transition from passive learning to active learning. Correct learning attitude and successful learning methods made us benefit a lot and deeply inspired. I think in the future teaching, I would slowly permeable this idea to students, Let the students transferred from passive to active learning, Encourage the students ' learning, where they can become masters of their learning, themselves responsible for their own learning, so as to lay the Foundation for their lifelong learning.
Second, improved our ethical standards and strengthened our professionalism.
Amanda always encouraged every teacher and trained teachers ' confidence and positive attitude to life. She usually gave us some English materials including some English articles which were rich in the philosophy of life. These beautiful articles encouraged us to face the difficulties, mistakes and failures bravely, and told us the happiness of life was being the right person you wanted to be. All those philosophies of life could really make people learn to think about what to do and how to do it. And through some real discussions and role plays and other activities, we could face up our life and values more correctly. They certainly had a positive effect on our professional attitude, and ultimately, improved our standard of virtue. In addition, Amanda’s dedication and friendly attitude touched us. She set an example for us. She always expressed a love for teaching with her summer-like enthusiasm. More to the point, she loved each student from the bottom of her heart. She treated us like her friends more than students. When we encountered difficulties or setbacks, she always encouraged us, "Good Job! You can do it! I believe you!”。 Continually she encouraged us to go beyond ourselves. Under her untiring teaching and guiding, we continuously completed one task after another.
Third, the lively and active classroom atmosphere was in the form of teaching to bring freshness and efficient.
After a term of training, Amanda gave us a feeling that she attached to teaching activities higher than on the results of teaching master. She asked students to develop positive learning ideas and master the correct methods of learning English, which seemed more important than the content itself. In class, relaxed and pleasant learning environment more easily stimulated students ' creativity. Students became the real subject of the classroom. The students here had the courage to boldly show themselves without fear of being ridiculed or criticized and always received applause. There's no fear of being asked to answer the questions, nor to worry about giving wrong answers. On the contrary, the desire and self-realization hidden in everyone's hearts was fired. Every day we were in a very relaxed and pleasant atmosphere and environment. Every day we introduced our new words to each other, and explained the meaning of the word in English, and with ways to let others know the meaning of the word, sometimes using body language, sometimes through performances and so on. In a word, Amanda is more like a guide to knowledge, through various forms of group, formulate rules, coordination, controlled the learning process, and made us acquire knowledge naturally, easy and enjoyable. She mined and inspired each student's individual and unique creativity and discovery.
From here, I also thought about our daily teaching activities, how to make students think like us, to experience the pleasure of communicating in English, and a sense of achievement? I thought for a long time, and constantly summed up and kept trying. On the teaching mode and method, our teachers’ teaching design should meet the needs of the students ' interests. We should design our teaching to be able to arouse students ' interest, such as fable, sessions, performances, games and other teaching materials.
At the end of the semester, we greeted the moment of examination. Although we were teachers, we still felt a little nervous. To get rid of our nerves, Amanda specifically showed us some CDs about interview and taught us how to interview successfully. She used a job-interviewer’s different performances to tell us the proper way to have an interview: confident eyes, decent body language, smiling face, proper dress and so on, would give the examiner a good impression. The examination for each teacher lasted for 20 minutes. The test included reading an essay, impromptu speech, and topic quizzes. During the exam, Amanda listened very carefully and always gave tips, and remembered to take notes at any time. When the test ended, she pointed out phonetic and grammar mistakes we made in our examinations, and corrected them for each teacher one by one. When we received the results, we all got various aspects of improvements.
In short, the training class has brought us a lot. It not only improved our standard of English teaching, updated our teaching philosophy, enriched our teaching methods, but also changed our attitude toward life and enhanced our professionalism. After many years, our school teachers have been successfully passed variety of English written examinations, oral exams, and other relative interviews to go abroad, and respectively went to the United States, Canada, France, Germany, Italy and other countries for study tours, professional studies, classroom teaching of Confucius, and left a deep impression for foreign fraternal school. many students under the careful guidance of us have been out of the country, into the United States, the United Kingdom, Singapore and other countries’ well-known Universities, including a large proportion of students getting full scholarships. Therefore, please allow me to represent every English teacher and student here to express our sincere gratitude. Thanks to school leadership for giving us the chance to learn together and make progress together. With a heart of gratefulness, we will use what we have learned in the training into our daily teaching and education and make a greater contribution in English teaching.
